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最近掲載の論文要旨 |
| 1119 |
高等学校ダンス発表時におけるフロー体験の検討－ダンス・フロー・スケールの開発にむけて
小島理永(大阪大学)、野村照夫(京都工芸繊維大学)、来田宣幸(京都工芸繊維大学)
フロー(Flow）とは，実施する活動に必要な技能と，その活動に対する課題のバランスが高いレベルで釣り合っており，楽しく完全に没入している時に起こる内発的動機付けに基づく主観的感覚である(Csikszentmihalyi, 1975）．本研究では，ダンス指導者や学習者がダンス実施中の状態や学習内容の評価ツールとして活用できるよう，ダンス・フロー・スケールを作成することを目的とした．そのため，日本語版Flow State Scale(川端・張本,2000)をダンスに適合するよう改編し，ダンス発表時のフローの構成要因を明らかにすること，次に評価実用化にむけてダンス経験や指導スタイルの違いによるフローを検討した．高校生女子７２１名を対象に，体育祭でのダンス発表についてダンス・フロー・スケールを用いて質問紙調査を行った．探索的因子分析の結果，3因子が抽出され「ダンススキルの有能感」「夢中」「自己意識の喪失」と命名した．因子得点をダンス経験や指導スタイル別にマン・ホイットニーのU検定で分析した結果，部活や習い事などのダンス経験者群が体育授業のみの未経験者群より「ダンススキルの有能感」「夢中」「自己意識の喪失」において有意に高い結果となった．また，教師主導による一斉指導の演技群と生徒主体の創作演技群では，「夢中」「自己意識の喪失」において，一斉指導の演技群が有意に高い結果となった．
本研究の結果より，指導者は生徒がダンス発表時にフローを体験するには，生徒のダンス経験を把握し，生徒の実態に応じた指導スタイルを検討することが示唆された．
Flow experience in high school dance performance - Towards development of the dance flow scale
Flow is an optimal experience based on intrinsic motivation. It occurs when skills required for activities and tasks are well balanced at high levels (Csikszentmihalyi, 1975). This study aimed at developing for teachers and students a dance assessment scale as a tool which evaluates students’ level and their mental conditions. A Japanese version of Flow State Scale (Kawabata and Harimoto, 2000) for dance made of a questionnaire was answered by 721 female students after their dance performance at the sports festival in high school. The answers were examined: 1) to clarify the elements of Flow in dance performance by exploratory factor analysis. 2) to clarify the differences according to dance experience and teaching style. The following points became clear.
(1) As a result of factor analysis, three factors related to flow were found during dance performance. These were as follows: 1) ability of dance skills, 2) trance, and 3) loss of self-consciousness.
(2) As a result of analysis of factor scores by Mann-Whitney U tests, there were significant differences in ability of dance skills, trance, and loss of self-consciousness between groups taking only physical education classes and groups that experienced in a dance club or studio. Also there were significant differences in trance, and loss of self-consciousness between the one-way dance taught group and the creative dance group.
The result of this study suggests that teachers need to understand students’ dance experiences and examine teaching styles, so that students can experience flow during a dance performance. |
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| 1118 |
セーリング競技におけるオリンピック・セーラー育成のヒントを探る：「ボートスピード」に定評があった元オリンピック選手のインタビューから
榮樂洋光(鹿屋体育大学)，佐々木共之(日本セーリング連盟)，布野泰志(鹿屋体育大学)，東恩納玲代(鹿屋体育大学)，中本浩揮(鹿屋体育大学)，金高宏文(鹿屋体育大学)
本研究は，セーリング競技のレーザー級で「ボートスピード」に定評があった元オリンピック・セーラーA選手の競技・トレーニング活動の概略を明らかにし，今後のオリンピック・セーラー育成のヒントを得ることを目的とした．インタビューの結果，A選手の競技発達の過程は３つに区分され，オリンピアンとなる重要な要因として「ボートスピード」「体幹の強化を中心とした体力トレーニング」「戦術・戦略」「モチベーションの維持」が浮かび上がった．そして，レーザー級のオリンピアン育成のヒントとして以下の4つが考えられた．①ボートスピードの向上を第一の優先課題として取り組むことが重要である．②セーラーのための体力トレーニングは，ボートスピードを高めるためのものと，海上練習での練習量を支えるためのものに分類し，鍛錬する必要がある．③戦術や戦略のスキルアップとして「数量的な理解」を促す教材の開発，そのスキルの習得状況や学習・指導するタイミングを検討する必要がある．④長期にわたる競技・トレーニング活動を行う上でのモチベーションを支える「取り組み方」についての指導を検討する必要がある．
Ideas for developing sailors for Olympic sailing competitions: Interview with a former Olympic sailor with a reputation for boat speed
The present study was aimed at obtaining ideas for developing future Olympic sailors through examining the training and competitive activities of a former Olympic sailor who had an established reputation for boat speed in laser class sailing competitions. An interview with him revealed that his development had been divided into 3 steps with 4 key factors: boat speed, physical training for strengthening his trunk, tactics and strategy, and maintaining his motivation. From consideration of that information, 4 ideas for developing Olympic laser class sailors arose: (a) prioritizing the importance of increase in boat speed, (b) dividing the physical training into 2 phases: increasing boat speed and keeping up the strength when on the sea, (c) developing materials for better numerical understanding of tactics and strategy, and reviewing the level of progress and the timing of study, and (d) developing a training method for maintaining motivation through the long period of training and competition. |
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| 1115 |
団体スポーツにおける個人を活かすチーム・マネジメント―C大学女子ソフトボール部の実践例
二瓶雄樹(中京大学)，桑原康平(中京大学)
Team management that utilize the individual in organized sport :Practical example of C university softball team
The purpose of the present study is the following two. Verify it with the effect of "Team management that utilize the individual". And, Present the couching process where "Individual as existence that plays the role" in group sports is clarified.
The following effects were achieved from "Team management that made the best use of the individual".
(1) Effective use for time and environment
(2) Game power improvement of the player who gave role
(3) Effective, efficient preparation before it plays a game
(4) Improvement of management power of team
The following results were obtained about the couching process where "Individual as existence that played the role" was clarified.
1st stage: Making and well-known of "Team vision"
2nd stage: Making and well-known of "Team vision" and "Definition of team" based on game characteristic.
3rd stage: Presentation of "Individual role" that considers individual game power.
"Individual as existence that plays the role" can be clarified through these stages.
In the softball team that had become an object in the present study, the problem was canceled by passing this couching process. And, practicing positive effect was achieved. It is hoped that this process will be invoked to a variety of group sports in the future. |
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| 1113 |
スポーツクライミング未経験者の上達過程における認知能力，動作技術，手指筋力，および運動後における血中乳酸濃度の変化
前大純朗(鹿屋体育大学)，西谷善子(鹿屋体育大学)，山本正嘉(鹿屋体育大学)
クライミングの未経験者に3週間で6回のクライミングトレーニングを行わせ，パフォーマンス，認知能力，動作技術，手指筋力，およびクライミング後の血中乳酸濃度の変化を測定した．その結果，パフォーマンスの指標である到達手数は，1回目に比べて6回目で約4倍にまで増加した．これに伴い，トレーニング初期では，ホールド位置を認知する能力の急速な改善，および1手に要する時間の短縮が見られた．またトレーニング期間を通して，下肢を巧みに使い，クライミング能力の制限要因となる手指筋群の負担を軽減させるような動作が習得されていった．クライミング後の血中乳酸濃度は，オールアウトまで運動を行った場合にはトレーニング後に有意に高値を示し，同じ手数までの運動を行った場合には有意に低値を示した．手指の屈筋群の最大筋力には有意な変化は見られなかったが，筋持久力はトレーニング後に有意に増加した．以上のことから，クライミングの未経験者が上達していく初期の段階においては，ホールドに対する認知能力，動作技術，および手指の筋持久力の改善などが複合して，パフォーマンスの大きな向上をもたらしていると考えられた．
Changes in cognitive ability, technical skills, finger strength, and post-exercise blood lactate concentration of inexperienced climbers
In the present project, inexperienced climbers participated in climbing training 6 times in a 3-week period. Changes in cognitive ability, technical skills, finger strength, and post-climbing blood lactate concentration were measured. The results indicated that the number of grips the subjects achieved, which is an index of climbing performance, increased by about 4 times from the first training session to the sixth. In connection with this, in the very early stages of training, a rapid improvement of the cognitive ability to memorize a position, as well as a shortening of the time required for one grip, were observed. Furthermore, throughout the training period, the subjects learned to use their legs skillfully, reducing the fatigue on their hand muscles, which could otherwise limit climbing ability. The post-climbing blood lactate concentration was significantly high after training with all-out exercises, but significantly low in exercises using only the same number of grips. No significant change was observed in the maximum finger strength, but muscle endurance increased significantly after training. These results suggest that in the early stages of progress of inexperienced climbers, improvements in the cognitive ability, technical skills, and finger muscle endurance collaboratively improve performance. |
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| 1110 |
高校生ボート選手に対する短期的なトレーニング介入が身体組成，筋力，有酸素性作業能力，および2000mエルゴメータ漕成績に及ぼす効果
一箭フェルナンドヒロシ(鹿屋体育大学)，奥島大(鹿屋体育大学)，又木一弘(鹿児島県立鹿屋工業高等学校)，山本正嘉(鹿屋体育大学)
高校生のボート競技選手10名を対象として，通常練習と競技会の観察結果，及び体力測定の結果に基づいて，チーム全体，及び各選手の弱点と考えられた体力要素を改善するため，2ヶ月間で2回のトレーニング介入を行った．その主なポイントは，1）筋力を向上させるために，ストレングストレーニングの頻度を増やしたこと，2）有酸素性作業能力をより効果的に向上させるために，最大下強度でのトレーニングにおいて，個別にトレーニング強度を指定したこと，3）1ストロークあたりの発揮パワーをより増大させるために，１ストロークあたりの発揮パワーを指定したこと，4）ローイングにおけるトレーニング負荷をより効果的にかけるために，選手によってはローイング技術の指導を行ったこと，5）2回の体力測定の結果を直ちに各選手にフィードバックし，個々の弱点を明確に意識させるとともに，トレーニングへの意欲を向上させるよう配慮したこと，であった．その結果，ボート競技にとって重要とされる3種類の体力要素（形態及び身体組成，筋力，有酸素性作業能力），及びそれらの能力の総和として発揮される2000mエルゴメータ漕のパフォーマンスを，2ヶ月間という短期間で大きく改善させることができた．
A short-term training intervention with high school competitive rowing athletes: Body composition, muscle strength, aerobic work capacity, and 2000-meter ergometer rowing performance
Based on observations of the training and competition results and the measured results of physical strength of 10 high school competitive rowing athletes, the team and individual physical strength were considered weak points. In order to improve the athletes' strength, 2 training interventions were performed during a 2-month period. The major points were (a) increasing the frequency of strength training, in order to improve muscle strength, (b) specifying the individual training strength at the maximum training strength, in order to improve aerobic work capacity efficiently, (c) specifying the power to be exerted per stroke, in order to increase the power per stroke, (d) providing specific training in rowing technique to some of the athletes, in order to load their training strength more efficiently, and (e) giving feedback on the results immediately to individual athletes, in order to clarify their weaknesses and increase their willingness to train. The results were as follows: 3 physical factors thought to be important for rowing (morphology and body composition, muscle strength, and aerobic work capacity), and the athletes' 2000-m ergometer performance improved significantly in the short time of the present study. |
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